1. you do not need to design a good poster, just give me the information and key point, give me a sample would be good in 2 days
2. give me 300-400 words presentation transcription based on the poster and key pointed you stated.
Theory to Practice in Global Mental Health
2023 Assignment Guide
ASSIGNMENT
Assignment brief
The assignment is to develop and present a research proposal in the form of a poster at a
hypothetical annual meeting entitled “Global Mental Health in Action”. The audience will
include academics and policy makers and a range of funders of global health research.
Your poster must describe a research proposal to evaluate the implementation of an
evidence-based mental health care intervention in a context where clinical effectiveness has
not been established.
What you need to do
Your task is to select an appropriate intervention to describe in your research proposal. This
must be a real, pre-existing mental health care intervention, with established clinical
effectiveness in at least one setting.
You need to select a new context where it would be appropriate to implement this
intervention. The existing evidence on the intervention’s clinical effectiveness should
theoretically be transferrable to this setting. This should be a resource-poor district in a
setting where the intervention’s clinical effectiveness has not yet been established.
For this assignment you can assume there is information available from previous studies on
barriers/enablers to implementing the intervention and potential implementation strategies.
That is, your poster should not describe research methods to identify relevant
barriers/enables or how to adapt the intervention to this new context. You can assume there
is already a programme theory developed using Theory of Change workshop. Your assignment
is to implement and evaluate the intervention.
For your proposal you need to select and justify implementation strategies (max. 3) to help
implement the intervention in the new context. You then need to describe the approach you
will use to evaluate the effectiveness of the selected implementation strategies on relevant
implementation outcomes.
Poster components
All posters should include the following four components:
•
•
Background: This should provide a justification of the proposed research – for example
the mental health problem to be addressed, a description of the intervention and
evidence
of
its
effectiveness,
barriers
and
enablers,
and
the
significance/importance/relevance of this intervention to the new proposed
implementation context.
Research Question: ONE implementation research question that is relevant to the
selected implementation strategy/strategies. You must evaluate the implementation
•
•
using outcomes such as acceptability, adoption, appropriateness, feasibility, fidelity,
implementation costs, coverage, or sustainability.
Methods: study design, setting, population, sample size (exact sample size calculations
are not required), measures, data collection, and analysis plan. This should include
describing the implementation strategy/strategies you will use to implement the
intervention and the associated implementation outcomes. The methods should also
describe how you evaluate the selected implementation outcomes (e.g.,
questionnaires, focus group discussions, ethnographic observations).
Impact: Anticipated implications of the study findings in the implementation context
and beyond.
SUBMISSION
Posters must be converted to PDF format and uploaded to KEATS between 7 June 00:01 am
to 9 June 10:00 am. Posters received after this time without an authorised extension will be
penalised according to MSc guidance.
ASSESSMENT
The posters will be assessed via an in-person poster presentation session held on June 14,
9:30 – 13:00, IoPPN Robin Murray A&B
You will be given a time slot to be assessed by an examiner as follows:
1. Poster presentation by student (3 minutes); and
2. Question and answer session about the research proposal between the student and
examiner (5 minutes)
Further guidance
Assignment information and support sessions will take throughout the module. Please see
your module timetable for further details and ensure you attend these sessions.
There is a discussion forum for the assignment on KEATS. Questions posted on the forum will
be reviewed during the assignment information sessions.
A recorded lecture regarding posters as a medium for dissemination is available on KEATS,
alongside links to KCL poster templates and examples of past research posters.
Marking criteria
Poster (70%)
Guidance
i) Poster structure
and appearance
1. Structure: clear sections, rational visual flow of presented
information.
2. Appearance: Font size and style, images, use of tables and
figures, grammar, and spelling.
ii) Academic strength
and appropriateness
of the four poster
components
1. Background: e.g. the mental health problem to be addressed,
the intervention and evidence of its effectiveness, barriers and
enablers to its implementation, relevance of this intervention
to the new proposed implementation context.
2. Research Question: ONE implementation research question
that is relevant to the selected implementation
strategy/strategies (must evaluate implementation outcomes
such as acceptability, adoption, appropriateness, feasibility,
fidelity, implementation costs, coverage, or sustainability)
3. Methods: study design, setting, population, sample size (exact
sample size calculations are not required), outcome measures,
data collection, analysis plan. The methods should include a
description of the implementation strategy/strategies used,
and associated implementation outcomes and how they are
evaluated.
4. Impact: Anticipated implications of the study findings.
iii) Effective
communication of
research to a nonspecialist audience
Appropriate language for an academic but not specialist in your
area, no use of specialist jargon.
Presentation (30%)
iv) Knowledge of
work presented
Ability to answer questions regarding e.g. rationale for
intervention selection, relevance of implementation
strategy/strategies, choices around methods, and potential
impacts of the proposed work.
v) Overall
communication style
Good volume, professionalism, clear and appropriate language,
good eye contact/engagement during presentation.
Extensions
Students concerned about their ability to submit the assignment on time should contact the
module organisers in good time as per KCL guidelines.
You should complete and submit a mitigating circumstances request via Student Records.
Guidance on how to apply for Mitigating Circumstances can be found here
https://self-service.kcl.ac.uk/article/KA-01744/en-us
All requests will be reviewed in line with KCL procedures.
CRITERIA FOR MARKING – poster presentations
KEY MARKING DOMAINS for “Theory to Practice” poster assignment (i-v)
i) Poster structure and
appearance
ii) Academic strength and
appropriateness of the
four poster components
iii) Effective
communication of
research to a nonspecialist audience
iv) Knowledge of work
presented
v) Overall
communication
style
DISTINCTION: An exceptional answer that reflects outstanding knowledge of material and critical ability
93
Distinction
++
Highest standards of
presentation in the
format: visual simplicity
and clarity, a logical order
of content, excellent
effective use of color and
graphics, appropriate text
size, concise and
informative use of text.
88
Highest standards of
Distinction + presentation in the
format: visual simplicity
and clarify, a logical order
of content, most effective
use of color and graphics,
appropriate text size,
concise and informative
use of text.
Insightful, logical,
organized, accurate
description of all main
issues and key findings.
Outstanding
communication of
research
project/topic.
Strongest evidence of
critical evaluation and
ability to understand
and answer questions.
Full understanding of
current ideas and
controversies relating to
the subject.
Use of appropriate
language to highest
standard.
Able to extrapolate
using evidence from
the literature.
Insightful, logical,
organized, accurate
description of main issues
and key findings.
Excellent
communication of
research
project/topic.
Strong evidence of
critical evaluation and
ability to understand
and answer questions.
Full understanding of
current ideas and
controversies relating to
the subject.
Use of appropriate
language to highest
standard.
Able to extrapolate
using evidence from
the literature.
Highest
standard
Highest
standard
72, 75, 78
High standards of
presentation in the
format: visual simplicity
and clarify, a logical order
of content, most effective
use of color and graphics,
appropriate text size,
concise and informative
use of text.
Thoughtful, logical,
organized, accurate
description of main issues
and key findings.
Really good
communication of
research
project/topic.
Good evidence of
critical evaluation and
ability to understand
and answer questions.
Comprehensive
understanding of current
ideas and controversies
relating to the subject.
Use of appropriate
language to high
standard.
Able to extrapolate
using evidence from
the literature.
Effective
communication of
research
project/topic.
Evidence of critical
evaluation and ability
to understand and
answer questions.
Use of appropriate
language to good
standard.
Some ability to
extrapolate using
evidence from the
literature.
High standard
MERIT: A coherent answer that demonstrates critical evaluation
65, 68
62
Very good standards of
presentation in the
format: visual simplicity
and clarify, a logical order
of content, very good
effective use of color and
graphics, appropriate text
size, concise and
informative use of text.
Thoughtful, logical,
organized, accurate
description of most of the
main issues and key
findings
Good standards of
presentation in the
format: visual simplicity
and clarify, a logical order
of content, good effective
use of color and graphics,
appropriate text size,
concise and informative
use of text.
Logical, organized,
accurate description of
most of the main issues
and key findings.
Effective
communication of
research
project/topic.
Evidence of critical
evaluation and ability
to understand and
answer questions.
Very good understanding
of current ideas and
controversies relating to
the subject.
Use of appropriate
language to good
standard.
Some ability to
extrapolate using
evidence from the
literature.
Very good understanding
of current ideas and
controversies relating to
the subject.
Good standard
Good standard
PASS: A coherent and logical answer which shows understanding of the basic principles
55, 58
52
Satisfactory standards of
presentation in the
format: logical order of
content, satisfactory use of
color and graphics,
appropriate text size,
informative use of text.
Mostly accurate
description of some of the
key findings.
Satisfactory standards of
presentation in the
format: some logical order
of content, satisfactory use
of color and graphics,
appropriate text size,
satisfactory use of text.
Sometimes accurate
description of some of the
key findings.
Some evidence of
understanding current
ideas and controversies
relating to the subject.
Some evidence of
understanding current
ideas and controversies
relating to the subject.
Knowledge and
understanding of
research
project/topic.
Some critical
evaluation and ability
to understand and
answer questions.
Satisfactory
standard
Some critical
evaluation and ability
to understand and
answer questions.
Satisfactory
standard
Use of appropriate
language to
satisfactory standard.
Some knowledge and
understanding of
research
project/topic.
Use of appropriate
language to
somewhat
satisfactory standard.
FAIL: A superficial answer with limited knowledge of core material and limited critical ability
42, 45, 48
Weak standards of
presentation in the format:
no logical order of content,
unsatisfactory use of color
and graphics, inappropriate
text size, unsatisfactory use
of text.
Limited description of some Patchy knowledge and
of the key findings.
understanding of
research
Limited evidence of
project/topic.
understanding current
ideas and controversies
relating to the subject.
Use of inappropriate
language, poor
standard.
Very limited critical
evaluation and ability
to understand and
answer questions.
Poor standard
Example Academic Posters
6PAHPRES
Development of a self-management
intervention to improve adherence
rates in breast cancer survivors
taking tamoxifen
Moon, Z., Moss-Morris, R., Hunter, M., & Hughes, L.D.
Background and Aims
• Tamoxifen is an adjuvant treatment prescribed to breast cancer survivors to reduce the risk of recurrence.
• Tamoxifen is prescribed for up to ten years and can reduce the rate of recurrence by almost 50%.
• However, many women do not take their tamoxifen as prescribed, which is known as non-adherence, and by the fifth year of treatment, around half of women
discontinue tamoxifen, known as non-persistence.
• Both non-persistence and non-adherence are associated with increased risk of recurrence and mortality.
• However, little research has attempted to improve adherence in this population.
• The aim of this study was to develop a psychoeducational intervention to improve adherence rates in breast cancer survivors taking tamoxifen.
Intervention development
• A series of studies were conducted to identify factors associated with non-adherence and to understand the experiences of women prescribed tamoxifen: a systematic
review, qualitative study, large cross-sectional study and a longitudinal study.
• The Common Sense Model (CSM) and the Theory of Planned Behaviour (TPB) were used as a theoretical framework.
• These studies identified key components to be targeted in the intervention: Social support, side effects, tamoxifen necessity/concern beliefs (CSM), tamoxifen
consequences (CSM), identity (CSM), coherence (CSM), risk of recurrence (CSM), causal beliefs (CSM), intentions (TPB) and perceived behavioural control (TPB).
• The intervention was developed with input from researchers, clinicians and patient representatives.
Intervention content
SECTION ONE
Information about
tamoxifen
SECTION TWO
How to take
tamoxifen
SECTION THREE
Coping with
side effects
SECTION FOUR
Social support
Provides diagrams & easy to understand information about:
a) How tamoxifen works (to increase coherence / necessity beliefs)
b) Risk of recurrence (to give people accurate perceptions of risk)
c) What happens if tamoxifen doses are missed (to reduce intentional/unintentional nonadherence)
Provides information on:
a) Why it is important to take treatment everyday (to increase necessity beliefs)
b) How to set a good routine for remembering to take tamoxifen (to reduce unintentional nonadherence)
c) Addressing key concerns, such as risk of endometrial cancer
Provides information on:
a) Why women may experience side-effects
b) General tips for coping with side-effects
c) CBT principles for coping with hot flushes / night sweats
d) Specific tips for coping with vaginal dryness, tiredness, insomnia, mood changes, weight
gain and joint pain (to decrease tamoxifen consequences / treatment concerns)
Provides information on:
a) Why breast cancer survivors may still need support
b) How to ask friends / family for help
c) Resources for online support groups, helpline, support centres and face to face groups
d) How to talk to healthcare professionals
Section 2 activities:
1. Implementation intentions
2. Addressing personal medication concerns
Section 3 activities:
1. Symptom monitoring diaries
2. SMART goal setting for symptom management
3. Evaluating goal setting
4. Diaphragmatic breathing exercise
Videos and quotes from other women taking tamoxifen.
Intervention testing
• A feasibility and acceptability study is currently being carried out. 40 women will be given the intervention booklet for a period of 4-6 weeks and asked to complete
questionnaires pre- and post-intervention.
• Currently, 34 women have consented to the study and 28 are taking part in the intervention.
• Feasibility data will be collected to examine the percentage of eligible women, the participation rate and the retention rate.
• Qualitative interviews will be collected with participants after the intervention to assess the acceptability of the materials.
• Changes in adherence rates, illness / treatment perceptions, quality of life and symptom perception will be calculated.
Conclusions
• The results of this feasibility study will help to inform the development and improvement of the materials, allowing them to be rolled out to
more women.
• The intervention has the potential to improve quality of life and adherence rates in this population, with a longer term goal of improving
clinical outcomes.
Adapting the WHO Caregiver Skills Training Programme for implementation
in Ethiopia
Bethlehem Tekola1, Fikirte Girma Bayouh2, Mersha Kinfe2, Markos Tesfaye3, Zemi Yenus4, WHO CST team5, Chiara Servilli5, Erica Salomone5,
Laura Pacione5, Abebaw Fekadu2,6, Charlotte Hanlon2, 7, Rosa A. Hoekstra1
1Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, UK; 2Department of Psychiatry, School of Medicine, College of Health Sciences, Addis Ababa
University, Ethiopia; 3Department of Psychiatry, St. Paul’s Hospital Millennium Medical College, Addis Ababa, Ethiopia; 4Joy Centre for children with autism, Addis Ababa, Ethiopia; 5Department of
Mental Health and Substance Abuse, World Health Organization, Geneva, Switzerland; 6Department of Psychological Medicine, Centre for Affective Disorders, Institute of Psychiatry, Psychology &
Neuroscience, King’s College London, UK; 7Centre for Global Mental Health, Department of Health Services and Population Research, Institute of Psychiatry, Psychology & Neuroscience, King’s College
London, UK; Bethlehem.gebru@kcl.ac.uk
Background
Findings
• The World Health Organization (WHO) has developed a Caregiver Skills Training
(CST) Programme for caregivers of children with developmental disorders (DD)
including intellectual disability and autism.
• The CST teaches caregivers strategies to support
their child’s development and learning, and to
improve their wellbeing.
• All participants agreed the CST addresses an urgent need in Ethiopia.
• For the CST to be effective, acceptable and feasible in Ethiopia several
recommendations were made:
1) Content, format and length
• Greater emphasis should be given to
psychoeducation, stigma, parental feelings of guilt
and expectation of a cure.
• Some sessions are very long.
• Some materials are too complex and need
simplification.
In response, WHO CST team has developed a reduced
version of CST programme- each group session max 2
hours.
Participant booklets have been simplified to suit low
literacy rate in Ethiopia.
• CST can be delivered by non-specialists such as
community health workers and teachers.
• It does not require an expert diagnosis of DD.
• It comprises 9 group sessions and 3 home visits.
Background
• Ethiopia has a severe lack of service provision for children with DD (Tekola et al.,
2016).
Findings
2) Additional topics
• The importance of teaching
caregivers that they can play an
active role in supporting the
development of their child;
tendency to see children as
‘growing objects’.
• Helpful strategies to discipline
a child should be included.
• The current study explored the perspectives of caregivers, professionals and
other stakeholders in Ethiopia to inform adaptation of the WHO CST for
implementation in Ethiopia.
Methods
Findings
Four different types of consultations were conducted:
3) Delivery strategies
• The programme should consider the wider family
context (e.g. grandparents) who may be able to
support the child but could also be a barrier to
progress if they resist the training.
i. Stakeholder meetings involving local psychiatrists, psychologists, NonGovernmental Organisation representatives, and parents of children with DD;
• The CST programme needs to be embedded into
wider community initiatives to raise awareness
about DD and reduce stigma, and needs embedding
in a broader care framework, including referral
pathways to other health services (e.g. for comorbid
physical problems).
ii. Review of all draft CST materials by the research team;
iii. Feedback from Ethiopian Master Trainees on CST content, length and intensity;
Methods
iv. Two Theory of Change (ToC) workshops (de Silva et al., 2014) with professionals
in Addis Ababa and community stakeholders in Sodo.
Conclusion
• The WHO CST programme addresses a need
in Ethiopia, but contextual adaptations are
likely to increase its relevance and impact.
• Currently, the adapted CST programme is being
pre-piloted in the child mental health clinic at
Yekatit 12 Hospital in Addis Ababa.
• After further adaptation based on findings of
the pre-pilot and ToC workshop with stakeholders
in rural Sodo, the CST programme will be piloted
in rural Ethiopia.
Figure 1
Sitting time in each activity
(minutes)
700
Sitting time and
physical activity in the UK working
population: a cross sectional study
Introduction
Working Late, a large scale research
programme underway at the Work and
Health Research Centre, Loughborough
University, is exploring how the health of
people in the workplace can be improved
and maintained. This paper presents findings
from a first phase of the research project
which involved exploring self-reported
activity levels and sedentary activity among
the UK working population.
Sitting time on a workday
(minutes)
TV
200
Transport
At work
100
0
Workday
Non workday
Findings from this large scale research study
provided an insight into sitting time and
self-reported activity among the UK
working population. The sitting time results
from this research of the UK workforce are
consistent with the sitting time prevalence
in Australian workers, reported by Miller
and Brown (2004).
In terms of physical activitity, two thirds (66.7%) of the respondents
indicated they regularly engaged in physical activity and/or exercise
during their leisure time. However, only 26.6% actually met
minimum recommended guidelines for physical activity.
Conclusion
The data from this survey indicates
there may be scope to increase physical
activity and reduce sedentary activity
through workplace health promotion
programmes and occupational health
initiatives.
References
Miller, R. & Brown, W. (2004) Steps and sitting
in a working population. International journal
of behavioral medicine, 11 (4), pp.219-224.
620
600
580
560
540
520
Overweight
BMI Group
Computer at home
300
Results
Figure 2
Normal
Other leisure
400
Discussion
Results for the BMI categories showed that on average, those in the obese
group sat for approximately 60 to 90 minutes longer than those in the
overweight or normal BMI categories (see Figure 2).
The research was conducted using a
cross-sectional questionnaire, distributed
to employees in 145 UK organisations in
both the private and public sectors. Data
on self-reported physical activity levels,
sitting time, work-related variables,
health promotion initiatives and
demographic variables were collected.
500
Myanna Duncan, Cheryl Haslam & Aadil Kazi
1141 employees responded to the questionnaire. 55% were female, with a
mean age of 43 (SD = 11.9, range 18-65) years. Overall, the mean sitting time
on a workday was 9 hours 18 minutes. More time was reported sitting at work
(5 hours 7 minutes) than any other sitting activity, with work sitting time
accounting for more than half of the average sitting time on a workday (55%;
see Figure 1). The mean sleeping time on a workday was 6 hours 42 minutes
whereas on a non-workday this was 7 hours 20 minutes.
Method
600
Obese
Dr. Myanna Duncan, School of Sport, Exercise and
Health Sciences, Loughborough University, LE11 3TU
M.Duncan@lboro.ac.uk
www.workinglate.org
Institute of
Psychiatry,
Psychology &
Neuroscience
(IoPPN)
SHARED AND UNIQUE VARIANCE OF INTERPERSONAL
CALLOUSNESS AND LOW PROSOCIAL BEHAVIOUR
Alan J. Meehan1, David J. Hawes2, Randall T. Salekin3, and Edward D. Barker1
1 Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London
2 School of Psychology, University of Sydney
3 Department of Psychology, University of Alabama
BACKGROUND
STEP 2: MULTIVARIATE ASSOCIATIONS (n = 6,177)
• Interpersonal callousness (IC) in youth captures interpersonal (e.g. grandiose-manipulative)
and affective (e.g. callous-unemotional [CU]) features of psychopathy.1
• Item loadings for the three factors in our bifactor solution (IC/LPB, IC, LPB) were broadly
similar in the multivariate model to those seen in Figure 2.
• DSM-5’s IC specifier for conduct disorder is termed ‘limited prosocial emotions’; indeed, low
prosocial behaviour (LPB) items have previously been incorporated into youth IC measures2,3
• All external correlates were associated, at a multivariate-significant level, with at least two of
IC/LPB, IC, or LPB, except cumulative postnatal risk (excluded from Figure 3).
• However, a recent confirmatory factor analysis (CFA) of the Inventory of Callous-Unemotional
traits (ICU) identified two independent factors: CU and (low) empathic-prosocial behaviours.4,5
• From these mixed findings, it remains somewhat unclear whether existing measures of
callousness are best characterised by the presence of psychopathic traits, absence of
prosocial behaviours, or some combination of the two.
• Therefore, using longitudinal birth cohort data, this study sought to identify the model that
best explained the variance shared by, and/or unique to, IC and LPB factors.
• We then tested whether the resulting factor(s) showed distinct associations with:
(i) risk factors (prenatal and postnatal environmental risks, and parenting), and;
(ii) comorbidities (externalizing and internalizing disorders, empathy, and social cognition)
Prenatal Risk
Harsh Parenting
Warm Parenting
SAMPLE AND MEASURES
Avon Longitudinal Study of Parents and Children (ALSPAC)
• Population-representative study of health and development in parents and their children.
Maternal Bonding
• Initial Sample: 14,541 pregnancies, with 13,988 singletons/twins alive at 12 months of age.
• Analytic Sample: Mother-child pairs with complete CU and LPB data at age 13 (n = 7,792).
Externalizing Disorder
Measures
Internalizing Disorder
Empathy
Social-Cognitive Difficulties
Figure 3 Standardised associations for multivariate-significant risks and comorbidities. Patterned bars denote a
non-significant multivariate association (i.e., p > .05). *p
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